Section A优质课教案设计

Unit 2

This is my sister. (the 1st period Section A 1a-1c, 2b-2d)

Teaching aims: (教学目标) 1.

学会表述家人的称谓, 区分家人的称谓.. 2.

学会介绍家人. 3.

学会用疑问句来询问家人的称谓. Language points: (语言点) 1.

要求掌握以下句式: (1) ------This is my …

------ These are my …

------ This is his / her …

------ These are his / her …

------Is this your…?

------ Are these your…?

------ Is this his / her …?

------ Are those his / her…? 2.

要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother,

grandfather, friend, grandparent

(2) 代词: these

those 3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.

Difficulties (难点) : 本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。

学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。

Teaching steps (教学步骤) 1.

Warming-up and revision (课堂热身和复习) (1)

Daily greetings to the students¹

(日常问候) T: Hello, what is you name? S: My name is …. T: Nice to meet you! S: Nice to meet you, too! (2)

Revision (复习) T: What’s this in English?2 S: This is / It is a pencil.

1 教学设计说明

1.

最基本的英语打招呼练习, 复习前两单元的句型.

即是一个对所学知识的回顾，也是正式上课之前的热身。

T: How do you spell “pencil”?

2．

这个句型的练习S: P-E-N-C-I-L, pencil. 也是对上个单元内容T: Thank you. 的复习。复习This T: What’s this /that in English? /That is …. 句型为新S: This/That is a pen / book / eraser / ruler / dictionary / backpack / 课学习做好铺垫。

Baseball / watch / key / computer game / notebook / ring

T: How do you spell ---?

S: --- 3．借着上面复习到的2.

Presentation (呈现新知识):

句型，拿出准备好的T: What’s this in English? 照片，来引入接下来S: It’s a picture /photo.3 family的话题。

T: Yes, this is a picture of my family.

T: Can you see the woman?

4．

分别指向相应的This is my mother4. Read after me, mother. 人物，来介绍。可在S: Mother. 课前在黑板上写好相T: Do you know which one is my father?

应的词汇，在自己介

This is my father4. Do you think he is handsome? Please 绍完之后，可要求学

read after me, father. 生跟着自己念，并及S: Father. 时纠正学生可能存在T: If we want to call our father and mother together, we can

的发音错误。

call them parents.

T: Father is my parent,5

Mother is my parent, too. They are 5．

拿出另外一张父

my parents.

亲单独的照片，来询T: Now look at these two old people. They are my

问学生，并适时让他

Grandparents6. One is my grandfather, the other one is 们分清楚parent 单复my grandmother. They are old but they are healthy. 数的区别。

T: I’m the only child in my family, so I don’t have any

6．

之后一些家庭成brother or sister. But I have an uncle and an aunt. They 员词汇的教授，都要are my father’s brother and sister. Look, they are here.

求学生大声地重复，3.

Work on 1a: (完成P13—1a) 以确保他们发音的正T: Now, please open you books, and turn to page 13. look

确。

at part 1a. You can see a picture of Dave’s family

and some words we have learned just now. Please match

7．

这里需要适当解the words with the people in the picture.7 释和示范什么是

…

match。在学生做练习Check the answer. 的时候可以在教室中4.

Drill (练习)：

走动，来回指导一下。

2

T: Now, you are Dave8. Please cover the answer of 1a by

using a piece of paper then listen to me carefully. I will 8．

让学生扮演Dave

give you a letter, and you must tell me this letter means

的角色，让他们用第which member in your family. For example, I say “c”.

一人称来介绍家庭成You should say “This is my mother”. 员。目的在于让学生Understand? 能进一步熟悉新词T: OK, let’s begin. The first one is XX, your letter is “d”. 汇。

S: These are my grandparents.

T: Good job. Next one --- 9．

此环节着重于听S: --- 力的练习，

当然，教5.

Work on 1b (完成

P13—1b) 师并不需要局限于磁T: The next task is very easy for you. I will play the tape. 带，可根据学生掌握Please listen carefully, and circle the people the boy talks 情况，自己变化或添about in the picture9. 加听力内容。此环节T: Do you get the answer? Who does the boy talk about? 已经开始使用第三人S: His brothers and sister. 称了。

T: You are so amazing.

6.

Work on 1c (完成P13—1c) 10．

接着上面的环T: I think everyone has known Dave’s family.

节，让学生试着用第Two students a group, please introduce Dave’s family10

三人称介绍。教师可to each other. Please use “ This is his---.”

“These are his---.”

以进行适当的讲解，S1: This is his father. 也可以将句型写在黑S2: These are his parents. 板上。

S: ---

7.

Work on 2b (完成P14-2b) 11．

这里加入了美国T: Today, I would like to introduce an American festival 家庭日这个概念, 这to you, it is called “Family Day”11. On this day, the whole

样是便于给学生一个family get together, have meals and play games. Now

比较真实的环境，同look at the picture in 2b. These are Dave’s family members. 时也是西方文化知识They are having their “Family Day”. Look, they are so 的补充。教师除了介happy. But I don’t know who are they exactly. Can you tell 绍资料之外还可以问me? 一下学生对此节日的I will play the recording once more. And please match

想法。

the name with the people in the picture.

T: Can you give me your answer?

S: ---

…

3

Presentation (呈现新知识)

T: OK, now we have known Dave, Lin Hai, Mary and Jim

But there are still some strangers12.

T: Look at this woman. Is this Dave’s mother?

S: Yes, she is / No, she isn’t.

T: What about these two old people?

Are those Dave’s grandparents?

S: Yes, they are. / No, they aren’t.

--- 8.

Work on 2c (完成P14-2c) T: Two students a group. Ask and answer by using

your own pictures13 Please use these sentences: “Is this your uncle?”

“Are those your parents?”

S1: Hi, XXX. Is this your grandfather?

S2: Yes, he is.

S1: Are those your parents?

S2: No, they are my uncle and aunt.

--- 9.

Work on 2d (完成P14-2d) Guessing Game.

T: Look. What’s in my hands. This is a picture. But you

only can see a part of the picture14. I can tell you this is a member in Dave’s family. Can you guess “Who is it?”

Please use the questions we have learned today.

S: Is that Dave’s aunt?

Is this his grandmother

Are these his brother?

Are those his friends? 10.

Follow up (进一步扩展) T: We are students now, but one day we will grow up. We

will have our own family. Can you imagine what is your

family like 30 years later?15 Please draw the future family

on a piece of paper about your family on a “Family

Day”. Then show the drawing to your group mate.

Ask each other about the family members. I will choose the best pairs to make a presentation

12．

仍然是利用书上的图片，将本课新的句型进行呈现，并帮助学生在你问完问题后用Yes / No 来回答。并提醒学生注意区分单复数的用法。

13．

本环节并没有按照课本就书上图片进行提问练习，而是让学生就同桌的照片提问，应该更加有真实感。

14．

在课前可准备好图片，并用纸张盖住图片的大部分，只留下一小部分让学生进行猜测

Who is it? 注意在此环节及时纠正学生的错误。对所学问句进行巩固。

15．

本环节还是在巩固所学知识。在此可鼓励学生尽可能地自由发挥，除运用当天所学之外，还可以有自己的东西。比如说询问未来子女的名字，未来家人的工作，年龄等等。并可对出色的同学进行适当的奖励。

4

for us. 11.

Homework Write down your introduction about your own family and your friend’s family as detailed as possible.

5